Benefits and Challenges of Peer Observation Among Saudi EFL Female Teachers in Public Schools

Abstract

This study aims to explore perceptions of the benefits and challenges of peer observation among EFL female teachers in Saudi Arabia working in public schools. A mixed-methods research design was adopted, and two sets of data were collected. The first data was collected using a questionnaire where 231 teachers filled, to elicit teachers’ perceptions. The second set of data was collected through a semi-structured interview with six teachers to understand further teachers’ perceptions and challenges to peer observation in their contexts. Findings indicate that despite teachers' positive perceptions shown in the question sure results, interviews revealed that teachers are faced with various challenges that hinder the effective implementation of peer observation.

EFL teachers’ experiences of peer observation in Vietnamese academic institutions

“…In terms of a psychological perspective, PO may create anxiety for teachers who are observed by their peers and supervisors. Teachers are unwilling to welcome PO for fear of being criticized or receiving negative feedback (Alghamdi, 2020;McDaniel et al, 2019).…”

Communication challenges faced by Libyan students in Indonesia

“…According to the Indonesian Ministry of Research and Technology (Dini Atika Fadillah, 2013), the number of international students in Indonesia in 2016 was 6.967. Due to the different entailing requirements of international societies, the internationalization of higher education is gaining popularity (Alghamdi & Otte, 2016). Moreover, the growing number of institutions in Indonesia that admit a more significant number of overseas students each year demonstrates the necessity of the internationalization of higher education.…”